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Aaron Davis

English Developmental Continuum F-10 - 0 views

www.education.vic.gov.au/...default.aspx

english Resource Literacy

shared by Aaron Davis on 18 Jun 15 - No Cached
  • Aaron Davis on 18 Jun 15
     
    "The English Developmental Continuum F-10 provides evidence based indicators of progress, linked to powerful teaching strategies, aligned to the progression points and the achievement standards for the AusVELS English Domain. These teaching strategies are designed to support purposeful teaching of individuals and small groups of students with similar learning needs. It is intended that teachers use the strategies in the context of their own classrooms, text or topic being taught."
Aaron Davis

How to Read Faster: Bill Cosby's Three Proven Strategies - 0 views

www.brainpickings.org/...how-to-read-faster-bill-cosby

strategies literacy read reading

shared by Aaron Davis on 28 Nov 13 - No Cached
  • Aaron Davis on 28 Nov 13
     
    An interesting set of strategies associated with reading: 1. Preview - If It's Long and Hard 2. Skim - If It's Short and Simple 3. Cluster - to Increase Speed AND Comprehension
  • Aaron Davis on 28 Nov 13
     
    An interesting set of strategies associated with reading: 1. Preview - If It's Long and Hard 2. Skim - If It's Short and Simple 3. Cluster - to Increase Speed AND Comprehension
Aaron Davis

Research strategies for senior students - 0 views

chrisbetcher.com/...research-strategies-seniors

research strategies students education

shared by Aaron Davis on 03 Mar 14 - No Cached
  • It’s true that the Internet can be a wild and woolly place to find information, with the potential for complexity, bias and reliability concerns. However, it is also the environment that most resembles real life, where complexity, bias and reliability concerns are just part of the way the world actually works.
  • 1. Start with the Wikipedia article.
  • look at the citations list.
  • ...6 more annotations...
  • 3. Go to Google Scholar
  • 4. Set up a bookmarking system
  • 5: While in Diigo, do a search for the obvious tags
  • 6. Set up some kind of tool that allows them to curate content.
  • 7. Then there is the use of Internet search in general, such as Google or Bing.
  • go to Google Alerts and set up an alert for anytime that topic is mentioned online.
  • Aaron Davis on 03 Mar 14
     
    A great summary of how to go about doing research online from Chris Betcher.
fiona houston

Into the Book: Teaching Reading Comprehension Strategies - 0 views

reading.ecb.org/

literacy 1 2 3 4

shared by fiona houston on 26 Nov 13 - Cached
  • fiona houston on 26 Nov 13
     
    Into the Book focuses on eight reading comprehension strategies for grades 1-4. Kids area has interactive activities for each strategy, teacher area features teacher guides, lesson plans, posters, video and audio clips, downloads, and more.
Monika Hackworthy

Reading comprehension strategies - 0 views

www.readinglady.com/...index.htm

Reading comprehension strategies literacy 6 5 2 1 3 4 f 7 8 9

shared by Monika Hackworthy on 02 Dec 13 - Cached
  • Monika Hackworthy on 02 Dec 13
     
    This is a great website that provides all the MOSAIC OF THOUGHT and STRATEGIES THAT WORK files. There are many PDF's and word docs that can be downloaded. This is a really good resourses for coaches too.
Aaron Davis

Mathematics Developmental Continuum F-10 - 0 views

www.education.vic.gov.au/...mathcontin.aspx

mathematics numeracy Resource

shared by Aaron Davis on 17 Jun 15 - No Cached
  • Aaron Davis on 17 Jun 15
     
    The Mathematics Developmental Continuum F-10 provides evidence based indicators of progress, linked to powerful teaching strategies, aligned to the progression points and the achievement standards of AusVELS Mathematics. Indicators of progress are points on the learning continuum that highlight critical understandings required by students in order to progress through the AusVELS achievement standards. --- A great place to build your content knowledge, but also a great place show where the next step is.
Aaron Davis

Shanahan on Literacy: How Many Times Should They Copy the Spelling Words? - 0 views

www.shanahanonliteracy.com/2016/03/how-many-times-should-they-copy.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed: shanahanonliteracy/mQPL (Shanahan on Literacy)&m=1

literacy spelling vocabulary

shared by Aaron Davis on 08 Mar 16 - No Cached
  • Aaron Davis on 08 Mar 16
     
    Tim Shanahan explores the connection between the act of repetition and learning new words. he provides analysis of a range of strategies, as well as exploring the research at the same time. It is true that high frequency words do not have typical spelling patterns, but it is rare that all of their elements are odd (e.g., the vowel pronunciation in "the" is a bit funky, but the /th/ is a more consistent element). Analyzing such words, rather than just repeating them again and again, is a better avenue to long-term learning than copying it over and over again
Monika Hackworthy

Dyslexia and reading diffulties - 0 views

www.education.vic.gov.au/...default.aspx

Dyslexia readingdifficulties

shared by Monika Hackworthy on 02 Dec 13 - No Cached
  • Monika Hackworthy on 02 Dec 13
     
    I have recently completed PD on this topic. This dept website is a great starting point for teachers that are not sure what dyslexia is, and it provides various assessments in addition to what is completed at school. Also provides teaching strategies.
Aaron Davis

How do you know if effective teaching is occurring in your school? | Educational Leader... - 0 views

jbortonrps.edublogs.org/...ng-is-occurring-in-your-school

leadership Effective Teaching Walkthroughs

shared by Aaron Davis on 11 Jun 14 - No Cached
  • Apart from just observation, which is very important, what rigorous processes can we implement to reflect upon and use to answer this question?
  • The analysis of the information collected is not intended to give individual feedback to teachers but to provide whole school information about strengths and weaknesses in the implementation of formative assessment strategies.
  • A high level of trust among staff is important to ensure the authenticity and success of the Walkthrough process. It is seen as a supportive way to ensure that we hold each other accountable for achieving our scoreboard.
  • ...1 more annotation...
  • Raising the performance of our entire teaching team is the focus as well as each teacher taking individual responsibility for improving their implementation of quality teaching practices.
Aaron Davis

The perils of “Growth Mindset” education: Why we’re trying to fix our... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

growth mindset alfie kohn carol dweck dweck alfiekohn education mindset

shared by Aaron Davis on 11 Feb 16 - No Cached
  • By now, the growth mindset has approached the status of a cultural meme.
  • Regardless of their track record, kids tend to do better in the future if they believe that how well they did in the past was primarily a result of effort.But “how well they did” at what?
  • even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • ...10 more annotations...
  • An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they’re doing, even though genuine excitement about (and proficiency at) learning rises when they’re brought into the process, invited to search for answers to their own questions and to engage in extended projects.
  • the most salient feature of a positive judgment is not that it’s positive but that it’s a judgment; i
  • the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
  • what’s really problematic is praise itself. It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation.
  • books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students’ learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests).
  • the series of Dweck’s studies on which she still relies to support the idea of praising effort, which she conducted with Claudia Mueller in the 1990s, included no condition in which students received nonevaluative feedback. Other researchers have found that just such a response — information about how they’ve done without a judgment attached — is preferable to any sort of praise.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • Dweck’s work nestles comfortably in a long self-help tradition, the American can-do, just-adopt-a-positive-attitude spirit.(“I think I can, I think I can…”) The message of that tradition has always been to adjust yourself to conditions as you find them because those conditions are immutable; all you can do is decide on the spirit in which to approach them. Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • It isn’t entirely coincidental that someone who is basically telling us that attitudes matter more than structures, or that persistence is a good in itself, has also bought into a conservative social critique. But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.
  • Aaron Davis on 11 Feb 16
     
    "An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they're doing, even though genuine excitement about (and proficiency at) learning rises when they're brought into the process, invited to search for answers to their own questions and to engage in extended projects. Outstanding classrooms and schools - with a rich documentary record of their successes - show that the quality of education itself can be improved. But books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students' learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests). "
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